With radical social change and educational reform taking place in China since 1976, the English teaching system there has been changing accordingly. The Chinese Traditional Method (CTM) is giving way to the Western Communicative Language Teaching (CLT) approach. This research is a study of both Chinese and expatriate English teachers who are involved in classrooms and affected by reforms. The goal of this research study is to identify the extent to which Chinese and expatriate English teachers use CLT in China, to discover the possible factors that prevent them from using CLT and to explore an English teaching method that may fit into the Chinese setting. The finding shows that both Chinese teachers and Americans used the CLT approach in their teaching. As for the extent to which they use CLT, overall variation between the two groups is not as obvious as variation within groups. Both Chinese and American teachers have encountered obstacles in introducing CLT. Recommendations were offered for teachers, students, and administrators.

Made available in DSpace on 2017-05-12T14:47:11Z (GMT). No. of bitstreams: 1 Parte_ 1.pdf: 2323383 bytes, checksum: ed140b1811bbee3ce5c6779946931193 (MD5) Previous issue date: 2015-02-12 / The objective of this research was to regionalize the minimum seven-day flows, annual average long-term duration, maximum and permanence flows of 90 and 95% of the catchment area of the Piquiri River - PR. The peak flows were regionalized associated with a specific return period (2, 5, 10, 25, 50 and 100 years) and the minimum flow lasting seven days was associated with a 10-year return period. To represent the series of maximum and minimum flows probability Pearson type III distributions, two- and three-parameter Log-normal and type III Log-Pearson, Gumbel (for maximum flows) and Weibull (for minimum flows only) were used. Type III Log-Pearson distribution obtained in 100% of cases, the lowest standard error, presenting the best adjustment with the minimum flow data. About 70% of the data stations showed the lowest standard error when adjusted to this three- parameter log-normal distribution. Thus, the three-parameter Log-Normal distribution was adopted as default, but stations 64765000 (Porto Paiquerê), 64771500 (Porto Guarani), 64785000 (Goio Bang Bridge), which did not obtain adjustment with this distribution, used the two-parameter Log-Normal distribution. The period average flow, once it is characterized as the average of the annual average flow, was regionalized without considering the risk level. In order to obtain the permanence curve, the procedure based on obtaining the frequency classes was carried out. In the regionalization procedure the following methods were employed: the traditional method described by Eletrobrás (1985a), the linear interpolation method (ELETROBRÁS, 1985b), the method proposed by Chaves et al. (2002), the modified linear interpolation and the modified Chaves (NOVAES et al., 2007). As explanatory variables for the traditional method, the following physical characteristics were used: drainage area; the length of the main river; the basin mean land slope; the mean land slope of the main river; drainage density, and climatic characteristics: the total annual rainfall; the precipitation of the wettest quarter; the precipitation of the driest quarter. The regression models that best fit the flow data are the simple potential and the multiple potential ones. The area and the density drainage are the best explanatory variables for the estimate the minimum seven-day flow and ten-year return period (Q7,10). The length of the main river is the best explanatory variable for the estimate of flow rates of 90 and 95% of permanence (Q90 and Q95, respectively). The area and the drainage density are the best explanatory variables to estimate the minimum seven-day flow and the ten-year return period of (Q7,10), the length of the main river and the area for the flow estimate with 90 and 95% of permanence (Q90 and Q95, respectively) and the length of the main river is the best explanatory variable for the estimate of maximum flows considering all return periods studied. The method of linear interpolation produces similar estimates to the ones obtained with the Conventional method and can be used in situations, especially when there is sufficient information for adjustment of the regression models. Estimates of minimum flows (Q7,10, Q90 and Q95) and of average flow (Qmed), performed by using the Chaves method are similar to the ones obtained with the Conventional method , while the estimates of peak flows for all return periods studied, presented major errors. The modified methods did not promote significant improvement of the estimates compared to the original methods. / O objetivo deste trabalho foi regionalizar as vazões mínimas com sete dias de duração, média anual de longa duração, máxima e vazões de permanência de 90 e 95% da bacia hidrográfica do Rio Piquiri - PR. As vazões máximas foram regionalizadas associadas a um período de retorno específico (2, 5, 10, 25, 50 e 100 anos) e a mínima com duração de sete dias foi associada ao período de retorno de 10 anos. Para representar as séries de vazões máximas e mínimas foram utilizadas as distribuições de probabilidade de Pearson tipo III, Log-Normal a dois e três parâmetros e Log-Pearson tipo III, Gumbel (apenas para máximas) e Weibull (apenas para mínima). A distribuição Log-pearson tipo III obteve em 100% dos casos, o menor erro padrão, apresentando-se com o melhor ajuste aos dados de vazão mínima. Cerca de 70% dos dados das estações apresentaram o menor erro padrão quando ajustadas a esta distribuição Log-Normal a três parâmetros. Desta maneira a distribuição Log-Normal a três parâmetros, foi adotada de forma padrão para as vazões máximas, porém as estações 64765000 (Porto Paiquerê), 64771500 (Porto Guarani), 64785000 (Ponte do Goio-Bang) que não obtiveram ajuste a esta distribuição, utilizou a distribuição Log-Normal a dois parâmetros. A vazão média de longo período, por ser caracterizada como a média das vazões médias anuais, foi regionalizada sem considerar o nível de risco. Para a obtenção da curva de permanência realizou-se o procedimento baseado na obtenção de classes de frequência. No procedimento de regionalização foram empregados: o método Tradicional descrito por Eletrobrás (1985a), o método de Interpolação linear (ELETROBRÁS, 1985b), o método de Chaves et al. (2002), Interpolação linear modificado e Chaves modificado (NOVAES et al., 2007). Como variáveis explicativas, para o método Tradicional, foram utilizadas as características físicas: área de drenagem; o comprimento do rio principal; declividade média da bacia; declividade média do rio principal; densidade de drenagem, e as características climáticas: precipitação total anual; precipitação do trimestre mais chuvoso; precipitação do trimestre mais seco. Os modelos de regressão que melhor se ajustam aos dados de vazão são o potencial simples e o potencial múltiplo. A área e a densidade de drenagem são as melhores variáveis explicativas para a estimativa da vazão mínima com duração de sete dias e período de retorno de dez anos (Q7,10). O comprimento do rio principal é a melhor variável explicativa para a estimativa das vazões com 90 e 95% de permanência (Q90 e Q95, respectivamente). A área e a densidade de drenagem são as melhores variáveis explicativas para a estimativa da vazão mínima com duração de sete dias e período de retorno de dez anos (Q7,10), o comprimento do rio principal e a área para a estimativa das vazões com 90 e 95% de permanência (Q90 e Q95, respectivamente) e o comprimento do rio principal é a melhor variável explicativa para a estimativa das vazões máximas considerando todos os períodos de retorno estudados. O método da interpolação linear faz estimativas semelhantes ao método Tradicional e pode ser utilizado em situações, principalmente quando não há informações suficientes para o ajuste dos modelos de regressão. As estimativas das vazões mínimas (Q7,10, Q90 e Q95) e vazão média (Qmed), realizadas pelo método de Chaves são semelhantes ao Tradicional, enquanto que as estimativas das vazões máximas, para todos os períodos de retorno estudados, apresentaram erros muito elevados. Os métodos modificados não promoveram a melhora expressiva das estimativas em comparação com os métodos originais

The main purpose of the present study was to investigate the effect of 7E learning cycle model as an inquiry-based learning on the improvement of 5th grade students&rsquo / critical thinking skills. This study was conducted during 2005-2006 spring semester in a private primary school in Sakarya. A total of 46 fifth grade students from two different classes of the same science teacher was involved in the study. Two classes were randomly assigned as experimental group and control group. While students in the control group were instructed with traditional method, inquiry-based learning was carried out in the experimental group. Since phenomena that show cause and effect relationships are good inquiry subjects, water cycle in the science and technology curriculum was taken as the unit in the present study. The Cornell Conditional Reasoning Test, from the Cornell Critical Thinking Skills Tests Series was administered as pre-test and post-test to students both in the experimental and control groups. The effects of gender and family income of the students on the dependent variable were also checked. Statistical Analysis of Covariance was used to test the hypotheses of this study. The results indicated that the experimental group achieved significantly better than the control group in both the critical thinking skill test. In other words, inquiry-based learning improved students&rsquo / critical thinking skills. On the other hand, no significant effect of gender and family income on improvement of students&rsquo / critical thinking skills was found.

La producción de vinagres por el sistema tradicional tiene como ventaja la gran calidad del producto final pero como inconveniente los tiempos de producción prolongados. El objetivo de esta tesis era mejorar este proceso mediante la utilización de diferentes tipos de barricas y el estudio de la microbiota implicada para un mejor control del proceso microbiológico. A nivel cinético, el uso de maderas más porosas que el roble redujo el tiempo de acetificación, mientras que una disminución del grosor no contribuyó a mejorar el proceso. A nivel microbiológico, se observó que dependiendo de las condiciones de la acetificación Acetobacter pasteurianus y/o diferentes especies del género Gluconacetobacter pueden ser las responsables del proceso. Sin embargo, no se observó la imposición de una cepa a lo largo de todo el proceso, sino una sucesión de cepas a medida que la acidez iba aumentando.

The purpose of the study was to investigate the effects of concrete models on eighth grade students&rsquo / geometry achievement and attitudes toward geometry. The study was conducted on 106 eighth grade students in one of the private school in Ankara. The subjects of the study received instruction with concrete models, and by the traditional method. Cooperative learning method and discovery learning method were also used to provide better classroom environment and to create exciting classroom atmosphere for the use of concrete models. The following measuring instruments were used to collect data: The Geometry Attitude Scale (GAS), Geometry Achievement Test (GAT) and open ended questions. The present study was a matching-only pre-test- post-test control group design. The data of the present study were analyzed by Analysis of Co-Variance and by two-way Analysis of Variance. The results of the study indicated that: (1) There was a statistically significant mean difference between students received instruction with concrete models and those received instruction with traditional method in terms of the GAch / (2) there was no statistically significant mean difference between girls and boys in terms of GAch / (3) there was no statistically significant interaction between treatment and gender on GAch / (4) there was no statistically significant mean difference between students received instruction with concrete models and those received instruction with traditional method in terms of ATG / (5) there was no statistically significant mean difference between girls and boys in terms of ATG / and (6) there was no statistically significant interaction between treatment and gender on ATG.

Made available in DSpace on 2017-07-10T19:23:57Z (GMT). No. of bitstreams: 1 Parte_ 1.pdf: 2323383 bytes, checksum: ed140b1811bbee3ce5c6779946931193 (MD5) Previous issue date: 2015-02-12 / The objective of this research was to regionalize the minimum seven-day flows, annual average long-term duration, maximum and permanence flows of 90 and 95% of the catchment area of the Piquiri River - PR. The peak flows were regionalized associated with a specific return period (2, 5, 10, 25, 50 and 100 years) and the minimum flow lasting seven days was associated with a 10-year return period. To represent the series of maximum and minimum flows probability Pearson type III distributions, two- and three-parameter Log-normal and type III Log-Pearson, Gumbel (for maximum flows) and Weibull (for minimum flows only) were used. Type III Log-Pearson distribution obtained in 100% of cases, the lowest standard error, presenting the best adjustment with the minimum flow data. About 70% of the data stations showed the lowest standard error when adjusted to this three- parameter log-normal distribution. Thus, the three-parameter Log-Normal distribution was adopted as default, but stations 64765000 (Porto Paiquerê), 64771500 (Porto Guarani), 64785000 (Goio Bang Bridge), which did not obtain adjustment with this distribution, used the two-parameter Log-Normal distribution. The period average flow, once it is characterized as the average of the annual average flow, was regionalized without considering the risk level. In order to obtain the permanence curve, the procedure based on obtaining the frequency classes was carried out. In the regionalization procedure the following methods were employed: the traditional method described by Eletrobrás (1985a), the linear interpolation method (ELETROBRÁS, 1985b), the method proposed by Chaves et al. (2002), the modified linear interpolation and the modified Chaves (NOVAES et al., 2007). As explanatory variables for the traditional method, the following physical characteristics were used: drainage area; the length of the main river; the basin mean land slope; the mean land slope of the main river; drainage density, and climatic characteristics: the total annual rainfall; the precipitation of the wettest quarter; the precipitation of the driest quarter. The regression models that best fit the flow data are the simple potential and the multiple potential ones. The area and the density drainage are the best explanatory variables for the estimate the minimum seven-day flow and ten-year return period (Q7,10). The length of the main river is the best explanatory variable for the estimate of flow rates of 90 and 95% of permanence (Q90 and Q95, respectively). The area and the drainage density are the best explanatory variables to estimate the minimum seven-day flow and the ten-year return period of (Q7,10), the length of the main river and the area for the flow estimate with 90 and 95% of permanence (Q90 and Q95, respectively) and the length of the main river is the best explanatory variable for the estimate of maximum flows considering all return periods studied. The method of linear interpolation produces similar estimates to the ones obtained with the Conventional method and can be used in situations, especially when there is sufficient information for adjustment of the regression models. Estimates of minimum flows (Q7,10, Q90 and Q95) and of average flow (Qmed), performed by using the Chaves method are similar to the ones obtained with the Conventional method , while the estimates of peak flows for all return periods studied, presented major errors. The modified methods did not promote significant improvement of the estimates compared to the original methods. / O objetivo deste trabalho foi regionalizar as vazões mínimas com sete dias de duração, média anual de longa duração, máxima e vazões de permanência de 90 e 95% da bacia hidrográfica do Rio Piquiri - PR. As vazões máximas foram regionalizadas associadas a um período de retorno específico (2, 5, 10, 25, 50 e 100 anos) e a mínima com duração de sete dias foi associada ao período de retorno de 10 anos. Para representar as séries de vazões máximas e mínimas foram utilizadas as distribuições de probabilidade de Pearson tipo III, Log-Normal a dois e três parâmetros e Log-Pearson tipo III, Gumbel (apenas para máximas) e Weibull (apenas para mínima). A distribuição Log-pearson tipo III obteve em 100% dos casos, o menor erro padrão, apresentando-se com o melhor ajuste aos dados de vazão mínima. Cerca de 70% dos dados das estações apresentaram o menor erro padrão quando ajustadas a esta distribuição Log-Normal a três parâmetros. Desta maneira a distribuição Log-Normal a três parâmetros, foi adotada de forma padrão para as vazões máximas, porém as estações 64765000 (Porto Paiquerê), 64771500 (Porto Guarani), 64785000 (Ponte do Goio-Bang) que não obtiveram ajuste a esta distribuição, utilizou a distribuição Log-Normal a dois parâmetros. A vazão média de longo período, por ser caracterizada como a média das vazões médias anuais, foi regionalizada sem considerar o nível de risco. Para a obtenção da curva de permanência realizou-se o procedimento baseado na obtenção de classes de frequência. No procedimento de regionalização foram empregados: o método Tradicional descrito por Eletrobrás (1985a), o método de Interpolação linear (ELETROBRÁS, 1985b), o método de Chaves et al. (2002), Interpolação linear modificado e Chaves modificado (NOVAES et al., 2007). Como variáveis explicativas, para o método Tradicional, foram utilizadas as características físicas: área de drenagem; o comprimento do rio principal; declividade média da bacia; declividade média do rio principal; densidade de drenagem, e as características climáticas: precipitação total anual; precipitação do trimestre mais chuvoso; precipitação do trimestre mais seco. Os modelos de regressão que melhor se ajustam aos dados de vazão são o potencial simples e o potencial múltiplo. A área e a densidade de drenagem são as melhores variáveis explicativas para a estimativa da vazão mínima com duração de sete dias e período de retorno de dez anos (Q7,10). O comprimento do rio principal é a melhor variável explicativa para a estimativa das vazões com 90 e 95% de permanência (Q90 e Q95, respectivamente). A área e a densidade de drenagem são as melhores variáveis explicativas para a estimativa da vazão mínima com duração de sete dias e período de retorno de dez anos (Q7,10), o comprimento do rio principal e a área para a estimativa das vazões com 90 e 95% de permanência (Q90 e Q95, respectivamente) e o comprimento do rio principal é a melhor variável explicativa para a estimativa das vazões máximas considerando todos os períodos de retorno estudados. O método da interpolação linear faz estimativas semelhantes ao método Tradicional e pode ser utilizado em situações, principalmente quando não há informações suficientes para o ajuste dos modelos de regressão. As estimativas das vazões mínimas (Q7,10, Q90 e Q95) e vazão média (Qmed), realizadas pelo método de Chaves são semelhantes ao Tradicional, enquanto que as estimativas das vazões máximas, para todos os períodos de retorno estudados, apresentaram erros muito elevados. Os métodos modificados não promoveram a melhora expressiva das estimativas em comparação com os métodos originais

A number of previous international studies have shown that many non-native Spanish speaking students lack sufficient oral communication skills. The aims of the study were twofold: 1) to investigate the possible effects of the Audio-Lingual method in the improvement of oral communication skills and 2) to test the effectiveness of two different teaching methods, i.e. the Audio-Lingual method and the Traditional method. A quantitative study was performed based on two different groups of students. One group worked with the Audio-Lingual method and the other group worked with the Traditional method. After a few lessons with the respective methods, the two groups were given a Fill-in the gap test that consisted of three parts: Greetings, Gender agreement and Number agreement. The test in Greetings and Number agreement showed no significant differences in results between the Audio-Lingual and the Traditional method. On the other hand, the test in Gender agreement showed that the Audio-Lingual method led to a significantly better result compared with the Traditional method. The study also demostrated that the students showed a greater interest in the Audio-Lingual method and this method helped the students to use their Spanish knowledge in other situations as well.

Nous cherchons dans cette étude à développer des compétences de la pensée critique et créative et l’acquisition de connaissances chez un groupe d’élèves dans des écoles de collégiens en Syrie, à travers l'application de la méthode Freinet dans le processus d'apprentissage. Pour valider des hypothèses de la recherche, nous avons enseigné à deux groupes d’élèves – contrôle et expérimental – une unité de la matière de sciences S.V.T par deux styles. Le premier groupe a été enseigné par le style traditionnel (groupe contrôle), le deuxième a été enseigné par la méthode de Freinet . Pour mesurer le développement des compétences de la pensée critique et créative chez les élèves, nous avons conçu deux tests ; le premier, pour mesurer les compétences principales de la pensée critique et le deuxième, pour mesurer les compétences principales de la pensée créative. Afin de mesurer le développement du niveau d’acquisition des connaissances chez les élèves, nous avons conçu un test traditionnel à propos des informations contenues dans l’unité éducative au manuel de sciences S.V.T. Les résultats de cette étude ont montré l'efficacité de cette méthode dans le développement de cinq compétences principales de la pensée critique chez les élèves. L'étude a également montré l'efficacité de cette méthode dans le développement de trois compétences principales de la pensée créative chez les élèves. En plus, les résultats de cette étude ont montré que l’enseignement par la méthode de Freinet a contribué au développement du niveau d’acquisition des connaissances chez les élèves. / Through this research, we are looking to develop Critical Thinking Skills and Creative Thinking Skills, as well as the acquisition of knowledge in a group of students in college schools in Syria, through the application of the Freinet method in the learning process. To validate the hypothesis of the research, we taught two groups – control & experimental – of students a unit of a science S.V.T. manual. Two styles were used: the first group was taught by the traditional method (control group), the second taught by the method of Freinet (experimental group). To measure the development of the Critical Thinking Skills and the Creative Thinking Skills in students, we designed two tests: the first, to measure the Critical Thinking Skills, and the second, to measure the Creative Thinking Skills. To measure the development of the students' level of knowledge acquisition, we designed a traditional test about the information contained in the educational unit in the S.V.T. book. The results of this study showed the effectiveness of this method in developing five skills of the critical thinking in students (inference, assumption, deduction, interpretation, and evaluation of the argument). The study also showed the effectiveness of this method in developing three skills of the creative thinking in students (originality, fluidity, and flexibility). In addition, the results of this study showed that the teaching by the Freinet method has contributed to the development of students' level of knowledge acquisition.

ABSTRACT EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION ON OVERCOMING STUDENTS&#039 / MISCONCEPTIONS OF ELECTRIC FIELD, ELECTRIC POTENTIAL AND ELECTRIC POTENTIAL ENERGY AT TENTH GRADE LEVEL VATANSEVER, Orhan MS, Department of Secondary Science and Mathematics Education Supervisor: Dr. Mehmet Sancar December 2006, 107 pages The purpose of this study was to investigate the effectiveness of the conceptual change text based instruction over traditionally designed physics instruction to overcome tenth grade students&amp / #8217 / misconceptions on electric field, electric potential and electric potential energy concepts. To provide conceptual change, conceptual change texts (CCT) were developed by the researcher. An Electric Potential and Electric Potential Energy Concept Test (EPEPECT) which consists of 10-items was developed and used to examine students&amp / #8217 / probable misconceptions. Physics Attitude Scale (PATS) was administered to the students to obtain valid information concerning how conceptual change text based instruction effect students&amp / #8217 / attitudes toward physics. The subjects of this study included two tenth grade level classes from TED Ankara College Private High School in Ankara, Turkey, and a total of 37 students&amp / #8217 / scores were used for the statistical analysis. Students from one of the classes that were randomly assigned participated in traditional instruction and referred as the control group. Students from the other class participated in CCT based instruction and referred as the experimental group. EPEPECT and PATS had been administrated to both groups on two different occasions as pretest and posttest. According to the results of the study, statistically significant differences were found between conceptual change instruction and traditional method. Students taught with CCI showed a better scientific conception related to electric field, electric potential and electric potential energy and elimination of misconceptions than the students taught with traditionally designed physics instruction (TDPI). However, CCI did not increase the students&amp / #8217 / attitudes toward physics as school subject more than TDPI did. That is, conceptual change instruction was not effective in improving positive attitudes toward physics.

The aon of this thesis was to study the difference in learning between cooperative teacjing and traditional teaching, which of these theaching metod gave the best response in form of knowledge? To study this, an experimental method was used in two classes in the 7th grade, and it is a two-part experiment. The first part is that the classes learned the same subject in social studies, but with different teaching methods, and both classes hade the same knowledge test to answer. The second part, both classes  learned the same subject in social studies but this time the teaching methods shifted, and this part also ended with a knowledge test.  The results of tyhe knowledge tests were then compared with each other. The results showed that traditional teaching methods gave higher response rates with approved test results and should therefore be the dominant teaching methods in school.